1

Karla Akins

Lesson Plan for May 14, 2021

GENERAL INFORMATION

Lesson Title & Subject(s): Sensory Language

Topic or Unit of Study: Inventing and Innovating

Grade/Level: 6th-Grade, Ages 11-2, English Language Proficiency Levels 4 & 6 (Expanding,
Reaching) (Board of Regents, 2020).

Instructional Setting:
The setting is a general education classroom with tables and stools. It is a Personal, Career, and
School Development Skills class where students learn social emotional skills and solving
problems. Students are able to sit side by side, across from each other, or diagonally for
collaboration. Collaboration is encouraged and students are seated heterogeneously according to
English Proficiency Levels and/or academic levels. Anchor charts are on the walls and furniture
and supplies and tools are labeled in English.. The standards are also posted at the front as is
homework and classroom expectations. The learning target is highlighted with a target symbol.

STANDARDS AND OBJECTIVES

LAFS.68.WHST.3.7
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration (FSU, 2020).

LAFS.68.WHST.2.5
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed (FSU, 2020).

LAFS.7.SL.2.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation (FSU, 2020).
 2
Karla Akins

● English Language Proficiency Standard(s):

ELD.K12.ELL.LA.1
English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Language Arts.

ELD.K12.ELL.SI.1
English language learners communicate for social and instructional purposes within the school
setting.

ELD.K12.ELL.SC.1
English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Science.

OBJECTIVES

● Content Objective:

After conducting research about innovating and inventing, students will create their own

invention or innovation and write a sales pitch (persuasive speech) that informs the audience

about what problem their invention or innovation solves, what their product does, why the

world needs their product, how it will be used, and who needs it, scoring at least 80% on the

content rubric.

● Language Objective:

Students will utilize a graphic organizers to write a three paragraph persuasive speech to

convince their audience to buy their product using sensory language, correct spelling and

grammatical mechanics at a minimum level 4 according to the WIDA Speaking/Writing rubric.

A4: MATERIALS AND RESOURCES

Instructional Materials:
Internet
Smarboard
Pre-assessment
Graphic Organizers
 3
Karla Akins

Potato chips
Potato chip adjective worksheet (formative assessment)
Essay graphic organizers
WIDA Speaking/Writing Rubric
Self-Assessment Rubric
Adjective worksheets
Pencils
Adjective word lists posted on walls

ESSAY SENTENCE STARTERS (by Karla Akins)

Introducing your essay
Have you ever thought about
_____ ?
Imagine _______
What if ______ ?
Did you ever wonder ______?
Giving examples Analyzing
Such as ____ This shows ____
For instance _____ This reveals ____
For example _____ This illustrates _____
As an example____ This means _____
One example _____ This suggests_____

Adding ideas Compare/Contrast Conclusions

In other words ____ Likewise _____ In conclusion_____
Also ____ In contrast to _____ In summary ____
In addition ____ Is not like _____ To conclude _____
Another _____ Is the same as _____ Thus _____
Is different from ____ Therefore _____
The difference is _____ To summarize _____
 4
Karla Akins

(Board of Regents, 2020)

 5
Karla Akins

Explanation of Materials / Resources:

Internet: Having access to technology and the Internet is needed for students to access a video
that models effective persuasive speeches. Additionally, there are many applications and
extensions that help ELL students translate information in a way they can understand. The
Internet and technology lower the affective filter because they give students confidence in
knowing their subject well, and can be sure they are understanding the information they are
acquiring.

Computers: Computers are crucial for all students, but especially for ELL students due to being
able to access applications and software that help them translate and understand English words
and grammar in their heritage language. It also helps them organize their thoughts and type their
essays. The software can correct their grammar and spelling as well. It lowers the

Essay sentence starters: Having a word bank helps students lower the affective filter because the
blank page is then less intimidating. Typical students benefit from word banks as well. When
students are overwhelmed with studies and life, having a place to start helps them initiate the
task. Often, initiation is the hardest part of the writing process. But once students get started,
ideas flow more freely.

Essay graphic organizers: All students benefit from graphic organizers. They can be offered to
students who want them, and those who prefer not to use them, should not be required to if they
are skilled writers. All writers approach writing differently. Some students need a visual prompt
to get started. Prompts help lower the affective filter.

WIDA Speaking/Writing Rubric: Knowing how one is going to be assessed is helpful and lowers
the affective filter by giving the student a learning target. When students are aware of what they
should be able to do in a lesson, it lowers the filter because things are more concrete in their
minds and also helps them visualize their learning. It makes the learning target less abstract and
students know exactly where they should land in their learning.
·
Published Resources:

Board of Regents of the University of Wisconsin System (Ed.). (2020). English language

proficiency rubric. WIDA. https://wida.wisc.edu/

 6
Karla Akins

INSTRUCTIONAL PLAN

Pre-Assessment:
Students will complete a pre-assessment ticket and answer the question: “What is sensory
language?”

Student Prerequisite Skills/Connections to Previous Learning:

Students understand the difference between an innovation and invention. They should understand
the importance of being able to describe their invention and innovation to someone else in a
compelling way. They will have submitted an application to present their innovation/invention to
the class in a “Turtle Tank” contest.

Presentation Procedures for New Information and/or Modeling:

Connect Prior Learning: The teacher may say: “You have learned a lot about innovating and
inventing these last few weeks. Today you will learn new approaches to writing for the purpose
of selling your own invention to an audience. Communicating information and ideas is necessary
for academic success. Can you think of some classes where knowing how to write about a
subject would be helpful?”

(Students will answer the question to connect what they are learning to their academic
experiences.)

The teacher will continue to gain student interest in using sensory language to write an effective
“sales pitch” (persuasive speech) for their invention/innovation by showing a video of winning
sales pitches from the ABC hit show, “Shark Tank.” https://youtu.be/k3PY_p_M-8w

Following the video, the teacher will stand at the front of the room and munch chips loudly. She
will talk with her mouth full and ask the students if they noticed any adjectives in the video that
described the inventions in the video.

Modeling:
The teacher will pass out chips to each student and a graphic organizer with spaces for describing
chips using sensory words (adjectives).

The teacher will model using the graphic organizers and answer student’s questions as she circles
the room. She will post these on a class website so that students can access them online. She will
also provide hard copies to learners in the classroom. The students will taste the chips, listen to
them, touch them, look at them, and smell them and use words to describe them on the following
graphic organizer:
 7
Karla Akins

Guided Practice: Million Dollar Word Activities

The teacher will provide an abundant number of sensory word lists on the walls of the classroom
and refer to these as “Million Dollar Words.” Using a graphic organizer entitled “Adjective
Wheels” students will go on a scavenger hunt looking for words to fill in their graphic organizers
on one side only. (The second side will be used later.)
 8
Karla Akins

Independent Student Practice Part 1:

Students will draw a monster and use 10 descriptive adjectives to describe the monster in a 5-
sentence paragraph. The teacher will provide a hamburger visual to support the parts of a 5-
sentence paragraph.
 9
Karla Akins

Students will then view a video about “Show Don’t Tell” in order to hear about sensory words
from a different voice in a different way.

https://youtu.be/nIqB-Dl0KVs

Independent Learning Part 2:

Students will use the other side of the Adjective Wheel paper to write nouns pertaining to their
invention/innovation and fill in the adjectives describing them. Students can ask questions and
work in a small group with the teacher in close proximity or alone.

Homework:
Students will complete a first draft of their sales pitch using a graphic organizer or they can opt
to use the rubric to guide them through the revision process. They will also have future class time
to polish up their speeches.
 10
Karla Akins

Culminating or Closing Procedure/Activity/Event:

Students will fill out the other side of their entrance ticket with their definition of Sensory
Language.

Instructional Strategy (or Strategies):

Universal Design for Learning: Differentiated degrees of difficulty and providing alternatives in
visual prompts and scaffolding the tasks. Students are provided with extra time as needed, and
varying degrees of freedom in choices of topic and presentation. Emphasis is on the process,
effort, and improvement.

Connecting to home cultures: Asking students what inventions or innovations they use each
day connects this lesson to their day to day lives. If they are writing about something they use
each day, or something that fascinates them, they will be more enthusiastic and engaged in the
writing process.

Spanish Cognates:

Italian Cognates:
Adjectives Ending in -oso(a), -ia, -ica

Many adjectives that describe personality traits are cognates that end in –oso or -osa in Italian, which
corresponds to the English -ous.
ambizioso(a) = ambitious

corragioso(a) = courageous

curioso(a) = curious

generoso(a) = generous

nervoso(a) = nervous

spiritoso(a) = funny, witty, facetious

 11
Karla Akins

Student Assessment/Rubrics

Original Rubric created by Karla Akins

Persuasive Speech Rubric for 6th-Grade ESL Students

I’ve got this! I’m learning! I need to learn
more!

Introduction I started with an I started with an My introduction has

attention getter adequate complete many grammatical
sentence. errors.

Thesis Statement My thesis statement My thesis statement is My thesis statement

conveys the main grammatically correct contains many
idea. but vague. grammatical errors
and/or does not
convey the main idea
or is missing.

Body Paragraphs My body paragraphs My body paragraph My body paragraph

include sentences of contains short phrases contains many
varying lengths, and sentences and is grammatical errors,
support the thesis not consistently short, incomplete
statement, and organized. sentences, and is
contain sensory detail unorganized.
and clarity.

Vocabulary I consistently use Sometimes I do not Evidence of my

academic and use technical or familiarity with
technical vocabulary academic vocabulary technical and/or
correctly and consistently or academic vocabulary
consistently. correctly. is not evident.

Conclusion The conclusion The conclusion is The conclusion is

makes the audience mostly well-written poorly written and
care about the topic, but vague and does does not point the
restates the thesis, not point the audience audience back to the
and leaves a lasting back to the thesis. topic.
impression.

How I plan to use the results of the assessment to inform instruction of subsequent lessons:

1. The rubric will reveal what level of English language proficiency my students are writing
at as I based the rubric on the WIDA writing model (Board of Regents, 2020).
 12
Karla Akins

2. This will be used as a formative assessment. Therefore, the rubric will reveal to the
students where they are in the learning process and help them edit their writing for
improvements.
3. I will compare the results of the formative assessment with the results of their final draft
to see if students gained in skill and understanding.
4. I will be able to identify learning gaps and needs in order to know what areas of English
proficiency to focus on in future lessons.
 13
Karla Akins